Thesis (Ph. D.)--Illinois State University, 1987. / Title from title page screen, viewed July 25, 2005. Dissertation Committee: Edward R. Hines (chair), Vernon A. Adams, Richard G. Erzen, Patricia H. Klass, William E. Piland. Includes bibliographical references (leaves 113-117) and abstract. Also available in print.

Latino students often embark on their post-secondary educational journey at a community college due to cost, proximity to family, and open access policies. The current literature on Latina/o community college students has primarily focused on a deficit view of the educational aspirations and educational completion of this population. The current rapid and expected growth of the Latina/o population requires a call to action to identify the capital and supports employed by these students to navigate their journey to eventual transfer to the University in the Southwest region of the United States. Guided by Yosso's (2005) Community Cultural Wealth framework, my dissertation examined the educational experiences of five Latino male students at a Southwest Community College. Latina/o students highlighted the challenges that they encountered, resources available to overcome these challenges, and their resiliency. The findings are indicative of the presence and utilization of aspirational, navigational and resilience capital driven by self-determination.

Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1992. / Vita. Abstract. Includes bibliographical references (leaves 217-235). Also available via the Internet.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.)--Mississippi State University. Department of Instructional Systems, Leadership and Workforce Development. / Title from title screen. Includes bibliographical references. Also available in print.

Industry data suggests that the U.S. educational system is being challenged to produce more STEM (Science, Technology, Engineering and Math) graduates and, in particular, engineering baccalaureate degreed students. However, this is not a simple issue of increasing engineering program applicants because academic preparation begins early in the student's academic career, with significant math and science requirements. Even though half of today's undergraduate students are taking classes at community colleges, and 20 percent of baccalaureate degreed engineers started in the community college system, community college students in pre-engineering studies do not transfer to university engineering programs in numbers necessary to decrease the engineering deficit. This dissertation was based on the assumption that, if pathways between two- and four-year institutions were improved through systematic approaches like articulation, the supply of engineers in the U.S. might be positively affected. This dissertation used a case study approach to analyze an articulation process used by a community college and a university to forge a partnership designed to enhance this engineering pipeline. Using systems theory as a conceptual backdrop, the study looked at significant inputs, throughputs, outputs, and outcomes to the articulation negotiation process and analyzed roadblocks to that process. In the summary chapter, the paper addressed practical ways to bridge this gap and provide support mechanisms needed for STEM students to smoothly move from one higher education sector to the next.